Gender and Interest-Based Motivation in Learning Dance.
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ang Chen, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Guided by the interest-based motivation theory, this study examined the extent
to which personal interest and situational interest accounted for boys’ and
girls’ learning outcome in a middle school physical education dance unit. Personal
and situational interests, physical activity intensity, and skill/knowledge
outcome were measured in a random student sample (N = 57). Girls demonstrated
higher personal interest in dance than the boys, but both groups were
equally motivated with situational interest. Although the girls were not as physically
active as boys, their skill/knowledge outcome measures were higher than
those of the boys. It appears that gender may have little impact on the motivational
effect of situational interest and that girls’ in-class learning might have
higher quality than that of boys as a result of higher personal interest. The
findings indicate that situational interest may motivate all students, but it is
necessary to enhance personal interest in order for them to engage in quality
learning.
Gender and Interest-Based Motivation in Learning Dance.
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Created on 2/8/2011
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Additional Information
- Publication
- Journal of Teaching in Physical Education, 2003, 22, 396-409
- Language: English
- Date: 2003
- Keywords
- Interest, Physical activity intensity, Learning outcome